Effect of Portfolio Assessment on Fostering Iranian EFL Students` Empowerment: University Entrance Exam in Focus

Journal of Language and Translation

دوره 14، شماره 1، فروردین 2024، صفحه 59-72   

نوع مقاله: Research Articles

شناسه دیجیتال (DOI): 10.30495/ttlt.2024.709372

نویسندگان

Mahbubeh Mahmoodi-Nasrabadi؛ Omid Tabatabaei^* ؛ Hadi Salehi؛ Mahmud Mehrabi

English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran

چکیده

Passing University Entrance Exams (UEE) successfully has long been the main anxiety for Iranian high school students. The reason for this mixed-methods ponder was to look at how freshman TEFL students experienced portfolio assessment for fostering their empowerment and also how assessment (dis)empowerment manifests itself in the English section of university Entrance Exams. The members were 100 freshmen university TEFL students who were helpfully and deliberately chosen from Shiraz, Tehran, and Isfahan universities. Not only a valid questionnaire but also group interviews were used to gather the required information. To analyze and portray the data, the researchers used descriptive statistical methods. The findings revealed TEFL pupils regarded the portfolio program as valuable for fostering their empowerment. Moreover, the TEFL students had an agreement about the disempowerment of the English section of the University Entrance Exam. Besides, the result underscored the need for more executive modes of evaluation consisting of using portfolios in UEE. Regarding the results, there are valuable suggestions for policymakers as well as constructors of the high-stake test.

کلیدواژه‌ها

Assessment؛ Disempowerment؛ Portfolio Assessment؛ University Entrance Exams (UEE)؛ Empowerment

مراجع

Adair Hauck, B., Glisan, E. W., Koda, K., Swender, E. B., & Sandrock, P. (2006). The Integrated Performance Assessment (IPA): Connecting assessment to instruction and learning. Foreign Language Annals, 39(3), 359-382.

Ahmadi, G. (2004). Situation and role of educational improvement assessment in education and processoriented learning. Paper presented at the first educational assessment symposium, Tehran: Ministry of Education.

Aitken, N. (2011). Student voice in fair assessment practice. In Leading student assessment (pp. 175-200): Springer.

Al Hosni, J. (2017). New perspective on portfolios in EFL classrooms: Portfolio as an autobiographical text. Studies in English Language Teaching, 5(4), 771-780.

Arani, M., & Farahbakhsh, A. S & Kakia, L.(2012) Primary schools in Japan and Iran: A comparative perspective on educational assessment system. Comparative education, teacher training, education policy, social inclusion and history of education. Bureau for educational services.

Atjonen, P. (2007). Hyvä, paha arviointi. Helsinki: Tammi, 81-82.

Azadi, G., & Gholami, R. (2013). Feedback on washback of EFL tests on ELT in L2 classroom. Theory and Practice in Language Studies, 3(8), 1335.

Boud, D. (2007). Reframing assessment as if learning were important. In Rethinking assessment in higher education (pp. 24-36): Routledge.

Burkšaitienė, N., & Teresevičienė, M. (2008). Integrating alternative learning and assessment in a course of English for law students. Assessment & Evaluation in Higher Education, 33(2), 155-166.

Caner, M. (2010). Students views on using portfolio assessment in EFL writing courses.

Cassady, J. C. (2010). Test anxiety: Contemporary theories and implications. Anxiety in schools, 7-26.

Chastain, K. (1988). Developing Second-Language Skills, the USA. In: HBJ publishers.

Chen, L.-M. D. (2002). Taiwanese junior high school English teachers' perceptions of the washback effect of the basic competence test in English. The Ohio State University,

Choi, I.-C. (2008). The impact of EFL testing on EFL education in Korea. Language testing, 25(1), 39-62.

Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research: Sage publications.

Creswell, J. W., Klassen, A. C., Plano Clark, V. L., & Smith, K. C. (2011). Best practices for mixed methods research in the health sciences. Bethesda (Maryland): National Institutes of Health, 2013, 541-545.

Dann, R. (2014). Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice. Assessment in Education: Principles, Policy & Practice, 21(2), 149-166.

Erickson, G., & Gustafsson, J.-E. (2005). Some European Students' and Teachers' Views on Language Testing and Assessment. In: Retrieved from EALTA webpage: www. ealta. eu. org> Resources.

Genesee, F., Upshur, J. A., & Richards, J. C. (1996). Classroom-based evaluation in second language education: Cambridge University Press.

Ghosgolk, A. (2005). A new look at educational improvement assessment and its role on educational reforms. Paper presented at the first educational assessment symposium, Tehran: Ministry of Education.

Gipps, C. (1994). Beyond testing: Towards a theory of educational assessment London. Washington, DC.

Green, A. (2001). Washback to learning outcomes: A comparative study of IELTS preparation and university pre‐sessional language courses. Assessment in Education, 14(1), 75-97.

Hamp-Lyons, L. (1996). Applying ethical standards to portfolio assessment of writing in English as a second language. Performance testing, cognition and assessment, 151-162.

Harlen, W. (2006). The role of assessment in developing motivation for learning. Assessment and learning, 61-80.

Hasani, M. (2005). The Handbook of Implementing Descriptive Assessment for 1st, 2nd, and 3rd Graders. Available [online] also at: http://baher. blogfa. com/post-12. aspx [accessed in Khorramabad City, Iran: October 24, 2014].

Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of educational research, 58(1), 47-77.

Herman, J. L. (1992). A practical guide to alternative assessment: ERIC.

Huang, Y.-P. (2012). 21st century teaching and learning through e-portfolios: Potentials and challenges in teacher education. E-Portfolios and global diffusion: Solutions for collaborative education, 70-83.

Iturain, M. (2007). “Portfolios in ELT. In: С сайта: https://www. teachingenglish. org. uk/article/portfolios-elt.

Jalessi, M., Farhadi, M., Kamrava, S. K., Amintehran, E., Asghari, A., Hemami, M. R., Masroorchehr, M. (2013). The reliability and validity of the persian version of sinonasal outcome test 22 (snot 22) questionnaires. Iranian Red Crescent Medical Journal, 15(5), 404.

Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational researcher, 33(7), 14-26.

Kakia, L., & Almasi, A. (2008). A comparative study of effectiveness's evaluation of qualitative and quantitative assessment methods on learning, anxiety and attitude of primary pupils of Tehran city. Paper presented at the Formative Assessment National Conference, Khoramabad: Lorestan's Education Organization.

Knekta, E. (2017). Are all pupils equally motivated to do their best on all tests? Differences in reported test-taking motivation within and between tests with different stakes. Scandinavian journal of educational research, 61(1), 95-111.

Kohonen, V. (1997). Authentic assessment as an integration of language learning, teaching, evaluation and the teacher's professional growth. In Proceedings of LTRC 96: Current developments and alternatives in language assessment (pp. 7-22).

Kohonen, V. (1999). Authenticc assessment in affective foreign language education. In Affect in language learning (pp. 279-294): Cambridge University Press.

Kornhaber, M. L., & Orfield, G. (2001). High-stakes testing policies: Examining their assumptions and consequences. Raising standards or raising barriers, 1-18.

Kowalewski, E., Murphy, J., & Starns, M. (2002). Improving Student Writing in the Elementary Classroom.

Leach, L., Neutze, G., & Zepke, N. (2000). Learners' perceptions of assessment: Tensions between philosophy and practice. Studies in the Education of Adults, 32(1), 107-119.

Leach, L., Neutze, G., & Zepke, N. (2001). Assessment and empowerment: Some critical questions. Assessment & Evaluation in Higher Education, 26(4), 293-305.

Lund, T. (2012). Combining qualitative and quantitative approaches: Some arguments for mixed methods research. Scandinavian journal of educational research, 56(2), 155-165.

Malley, O., & Pierce, L. V. (1996). Authentic assessment for English language learners. New York: Addison Wesley. Paran, A.(1996). Reading in EFL: Facts and fictions. ELT Journal, 50(1), 25-34.

Moghanizade, M. (2001). The assessment of qualitative pre-piloting at primary schools in the academic year of 2002-2003. Available [online] also at: http://arzeshyabytosify. blogspot. com [accessed in Khorramabad City, Iran: October 24, 2014].

Norris, J. M., Norris, J. M., Brown, J. D., Hudson, T., & Yoshioka, J. (2009). Designing second language performance assessments: Natl Foreign Lg Resource Ctr.

Nunan, D., & Carter, R. (2001). The Cambridge guide to teaching English to speakers of other languages: Cambridge university press.

Öztürk, H., & Çeçen, S. (2007). The effects of portfolio keeping on writing anxiety of EFL students. Journal of Language and Linguistic Studies, 3(2), 218-236.

Paesani, K. (2006). Exercices de style: Developing multiple competencies through a writing portfolio. Foreign Language Annals, 39(4), 618-639.

Paris, S. G., & Ayres, L. R. (1994). Becoming reflective students and teachers with portfolios and authentic assessment: American Psychological Association.

Phye, G. D. (1996). Handbook of classroom assessment: Learning, achievement, and adjustment: Academic Press.

Pollari, P. (2000). " This Is My Portfolio": Portfolios in Upper Secondary School English Studies: ERIC.

Pormohammadi, M. (2008). Assessment instruments characteristics and information gathering at formative assessment.

Rust, C., O’Donovan, B., & Price, M. (2005). A social constructivist assessment process model: how the research literature shows us this could be best practice. Assessment & Evaluation in Higher Education, 30(3), 231-240. Shepard, L. A. (1993). Chapter 9: Evaluating test validity. Review of research in education, 19(1), 405-450.

Shohamy, E. (2001). Democratic assessment as an alternative. Language testing, 18(4), 373-391.

Shohamy, E. (2007). Language tests as language policy tools. Assessment in Education, 14(1), 117-130.

Taras, M. (2005). Assessment–summative and formative–some theoretical reflections. British journal of educational studies, 53(4), 466-478.

Valencia, S. (1990). Assessment: A portfolio approach to classroom reading assessment: The whys, whats, and hows. The reading teacher, 43(4), 338-340.

Välijärvi, J. (1996). Oppilasarviointi opiskelun uudistumisen tukena ja tukahduttajana lukiossa. Teoksessa A. Räisänen & T. Frisk (toim.) Silta uuteen opiskelija-arviointiin. Arviointia opiskelija-arvioinnista. Helsinki: Opetushallitus, 123-142.

Virta, A. (2002). Arviointi oppimisen ja opetuksen punaisena lankana. Oppiminen ja opettajuus, 63-86.

Weiser, I. (1992). Portfolio practice and assessment for collegiate basic writers. Portfolios in the writing classroom: An introduction, 89-101.Wolff, B., Knodel, J., & Sittitrai, W. (1993). Focus groups and surveys as complementary research methods: A case example. Successful focus groups: Advancing the state of the art, 118-136.

Zhang, S. (2009). Has Portfolio Assessment Become Common Practice in EFL Classrooms? Empirical Studies from China. English Language Teaching, 2(2), 98-118.